Standards of Practice

Standards of Practice

The Orientation and Mobility (O&M) profession is committed to empowering people with blindness or low vision to achieve optimal function and wellbeing. O&M specialists provide education and support in the home and in the community in partnership with family, caregivers and other professionals.

The Orientation and Mobility Association of Australasia (OMAA) Standards of Practice serve as a benchmark of exemplary performance for the O&M profession in Australasia. They can be used to develop position descriptions, manage the performance of O&M personnel, guide professional development and communicate the business of the O&M profession to the wider community. The OMAA Standards of Practice should be used in conjunction with the OMAA Code of Ethics.

An exemplary O&M Specialist demonstrates competence in communication, O&M knowledge, O&M practice, community education and professionalism. O&M personnel are encouraged to review the OMAA Standards of Practice regularly, to actively develop expertise in each of these domains as they mature in the profession, and encourage colleagues to do the same.

1.COMMUNICATION

1.1When building rapport with others, the exemplary O&M Specialist:

demonstrates courtesy and respect
initiates contact and conversation
identifies the other person’s interests
elicits relevant parts of the other person’s narrative
shares information with discretion
offers affirmation and encouragement
demonstrates empathy
demonstrates insight into underlying issues
takes responsibility for maintaining healthy, open communication

1.2When speaking and listening, the exemplary O&M Specialist:

listens actively and repeats back what has been heard and understood
reads and interprets body language
uses accurate vocabulary
gives clear instructions and specific feedback
checks that own communication has been understood
asks well-defined questions
verbalises actions and body language
offers audio-description of graphics, pictures and other visual information
adapts speech, language, content and communication to different audiences, including use of alternative and augmentative communication strategies
recognises and responds sensitively and wisely to unsettling information
redirects inappropriate conversation

1.3When writing, the exemplary O&M Specialist:

maintains objective documentation of individual interventions
uses correct spelling, punctuation and grammar
demonstrates understanding of style differences between genres (e.g., file note, email, letter, report, PowerPoint presentation, journal article)
uses established referencing styles (e.g., APA) when citing others’ work
uses a range of media, including accessible formats
identifies and uses another’s preferred communication format

2. O&M KNOWLEDGE

2.1The exemplary O&M Specialist:

understands typical human development, including gross and fine motor development, mobility and gait, language, spatial and environmental concepts, social skills, cognition, vision and hearing
understands the impact of congenital or adventitious vision issues on development and functioning
understands the impact of congenital neurological issues and acquired brain injury on development and functioning
recognises the O&M issues which typically arise at different stages of the lifespan, and the importance of supporting the individual through transitions
recognises the factors which contribute to an individual’s sense of wellbeing and quality of life (e.g., self image, mental health, social networks and support, competence with activities of daily living, leisure options, meaningful employment and education)

2.2When assessing an individual’s needs and making decisions about intervention, the exemplary O&M Specialist:

recognises that mobility skills need to be considered in the whole context of life
recognises the different environmental risks and challenges for people with low vision or blindness
creates appropriate opportunities for the individual to demonstrate his or her range of mobility skills
sources information about the individual which is relevant to O&M intervention
monitors the individual’s balance, gait, posture and travel techniques
employs effectivestrategies to assess functional vision and hearing
evaluates the individual’s safety at steps and drop-offs and recognises when use of a primary mobility aid is indicated
evaluates the individual’s cognitive status, including body, spatial and environmental concepts, problem solving and decision making skills, and level of insight into safety and risk
chooses observational positions and distances which facilitate unobtrusive assessment
identifies gaps in the individual's travel skills or concepts, and strategies for addressing these gaps
makes a confident assessment of the individual’s mobility status and communicates this assessment with clear recommendations if intervention is indicated
recognises when O&M intervention is not required
explains the reasoning behind his or her decisions

2.3When teaching and employing effective guiding techniques, the exemplary O&M Specialist:

makes efficient, unobtrusive physical contact with the individual
monitors the individual’s safety at all times
assists the individual being guided to feel at ease and confident
responds promptly to indicators of stress
travels at a pace that is suitable to the individual
selects the most appropriate guiding techniques for different circumstances, changing fluidly from one technique to another
uses gestures and body language while guiding to communicate intentions non-verbally
equips the individual to teach guiding techniques to others

2.4When teaching and reinforcing effective independent travel skills, the exemplary O&M Specialist:

encourages the individual to exercise best use of his or her senses during travel
assesses and makes recommendations regarding straight-line travel skills
demonstrates knowledge of self-protective techniques to the individual
demonstrates knowledge of independent navigational strategies (e.g., trailing, squaring off, traversing and moving through doorways, 90° turns, stairs, dropped objects)
facilitates the development of self advocacy skills, soliciting and refusing aid
demonstrates and promotes initiative, problem solving and decision making, equipping the individual to manage in unexpected circumstances

2.5When teaching and demonstrating a range of orientation skills, the exemplary O&M Specialist:

uses senses to establish position, location and direction in relationship to the travel environment
identifies clues, landmarks and nearby considerations
reinforces body concepts, spatial concepts and environmental concepts with the use of accurate language (e.g., left , right, parallel, perpendicular, in front, behind, adjacent to, bollard, down-ramp)
uses the language of compass directions when describing aspects of the environment
uses available numbering and naming systems in the environment
develops awareness of distance using timing, as well as kinaesthetic, visual and auditory information
identifies which orientation strategies work best for the individual
employs a problem-solving approach when the individual is disorientated

2.6When teaching and reinforcing long cane skills,the exemplary O&M Specialist:

discusses mobility cane options, explaining the difference between primary and secondary aids, different cane tips and the value of updating skills periodically
introduces the long cane, identifying parts of the cane, folding and storage, grip, standing and use with a human guide
discusses the safety implications of poor long cane skills in relation to drop-offs, and the need to make safe techniques automatic through practice
discusses the social implications of long cane use, specific to the individual’s context
demonstrates a knowledge of cane techniques for fluid travel (e.g., diagonal, stairs, doorways, touch, touch and slide, continuous touch, escalators, lifts, turnstiles, revolving doors, congested areas)
demonstrates a knowledge of cane techniques for exploration searching and maintaining orientation (e.g. clearing, contacting and negotiating obstacles, touch and drag, three-point touch, two-point touch)
troubleshoots issues which arise in long cane use (e.g., veering, changes in gait and posture, fatigue, concentration, safety and social concerns)
accepts responsibility for the staged, long-term development of long cane skills in children
supports the individual to make informed choices about how, when and where to use the long cane in relation to level of available vision and travel goals

2.7When recommending and teaching the use of secondary aids, the exemplary O&M Specialist:

discusses the relative merits of different secondary mobility aids, including electronic aids
equips the individual with sufficient information and experiences to make an informed choice about which aids will best meet his or her needs
identifies the factors which might influence an individual’s decision to accept or reject a mobility aid
equips the individual to access resources available in the public domain (e.g., technologies, information kiosks, public transport options) to aid independent mobility

2.8When preparing an individual for dog guide mobility, the exemplary O&M Specialist:

recognises when a dog guide might be an appropriate mobility aid for the individual
explains the difference between a dog guide and other mobility aids, including advantages and disadvantages
identifies the O&M skill set and personal qualities which support dog guide mobility
demonstrates knowledge of referral and training procedures
informs the individual of available services and supports referral when the individual is ready

3.O&M PRACTICE

3.1When working with an individual, the exemplary O&M Specialist:

treats every individual with respect and dignity
responds sensitively to the individual’s cultural context, family, beliefs, values, limitations and economic circumstances
recognises the impact of other stakeholders in the individual’s life and works to connect the individual with his or her community
considers O&M in the whole context of the individual’s life
assesses individual needs in collaboration with the individual served
develops realistic, measureable goals in collaboration with the individual served
designs interventions which are tailored to meet the individual’s goals, which build on prior knowledge and which support progressive development of skills
respects the right of the individual to participate in decisions regarding training
identifies the individual’s unique learning style, literacy skills, intellect, age, stage of development, cultural background and personal interests, then accommodates these preferences during intervention
makes decisions and recommendations in the best interests of the individual, promoting health, safety and wellbeing
supports dignity of risk(the right to choose to take some risks and consider possible consequences, when engaging in life experiences) and documents contentious decisions
seeks informed consent for any intervention

3.2When promoting independence, the exemplary O&M Specialist:

recognises if and when the individual is ready for greater autonomy
encourages free exploration of the environment, with and without assistive devices, particularly with children
supports the integration of sensory information, motor skills and language in specific contexts
uses the sequence of exploration, accompanied travel, semi-solo and solo travel, then transfer of skills to new environments to build independent travel skills
allows sufficient time for the individual to undertake independent problem solving, before offering assistance
recognises and commends initiative
equips the individual with sufficient skills and recovery techniques to manage unexpected circumstances with resilience
teaches and fosters skills for self-determination (e.g., identification of needs, goals and resources, problem solving and decision making skills, self evaluation of travel skills)
teaches the individual to anticipate possible problems which may occur during independent travel, and consider possible solutions
utilises unforeseen, challenging circumstances to extend the individual’s mobility skills
encourages self-advocacy in the community
respects different cultural values regarding independence including the choice to travel accompanied

3.3When designing and approaching O&M intervention, the exemplary O&M Specialist:

demonstrates realistic optimism
considers whether an individual approach or group program might best serve the individual’s needs
recognises that the learner always brings prior knowledge to the situation
clarifies long-term and short-term goals, building flexibility into program design
acknowledges that the learner constructs his or her own knowledge through first-hand experience, information and reflection
plans for successful learning by previewing and selecting training venues appropriate to the individual’s skills and confidence, and preparing appropriate activities, maps, information and resources
finds a balance between giving direct instruction and facilitating discovery learning
allows adequate time for exploration and comprehension
creates safe, supportive learning environments
employs a multi-strategy, multi-sensory approach
incorporates learning goals from other domains of life

3.4When timing interactions, the exemplary O&M Specialist:

recognises the learning moment
recognises the teaching moment
makes appropriate rescue/risk judgements to balance safety with learning
understands the value of silence in observation, problem solving and learning
accommodates the need for rest
evaluates readiness for new or more complex information
stages the introduction of increasingly complex content

3.5When conducting an O&M session, the exemplary O&M Specialist:

begins each session with a plan, clarification of objectives and a review of prior learning
chooses learning experiences which will help the individual to meet objectives
creates or utilises opportunities for the individual to learn through first-hand experience wherever possible
employs specialised instructional media, as well as readily available resources to facilitate learning
organises learning experiences in a sequential and practical manner
demonstrates the flexibility to modify sessions in response to the individual’s performance, spontaneous learning opportunities and unforeseen circumstances
asks the individual to rephrase instructions and concepts in his or her own words
recognises when conversation is not required or appropriate
provides timely, specific feedback to the individual regarding skills and progress during the session
invites questions and checks whether clarification is needed
seeks suggestions about modifications to instructional style which may improve the learning experience
closes each session with an evaluation of skills gained and recommendations for future action

3.6When documenting interventions, the exemplary O&M Specialist:

provides sufficient detail (e.g., who was present, what was undertaken, where, when, why and how) that another O&M specialist could interpret or continue the program if need be
makes explicit the difference between the individual’s comments and decisions, observed behaviours and the O&M specialist’s considerations
ensures that any events or decisions of a contentious nature are clearly documented

3.7When managing a caseload, the exemplary O&M Specialist:

responds promptly to referrals and communications
manages referrals equitably
offers a variety of service delivery options
anticipates the individual’s future O&M needs and works with the individual towards meeting these needs
supports the individual during times of transition
recognises the influence of other stakeholders and equips these people to support the individual’s mobility goals
evaluates interventions and reviews own practice accordingly
recognises own professional limitations and refers the individual to others as necessary

4.COMMUNITY EDUCATION

4.1When analysing a community’s profile, the exemplary O&M Specialist:

identifies socio-economic characteristics of the community
identifies the local political and educational frameworks, gatekeepers and opportunities for influence (e.g., participation in media, marketing, advocacy, access, or policy development)
identifies support services available
analyses service gaps and opportunities for transformation
identifies limiting community attitudes which need to be addressed

4.2When developing community networks, the exemplary O&M Specialist:

develops and maintains healthy professional relationships with other healthcare providers
engages in strategic planning with other healthcare providers
develops effective partnerships with community organisations
engages confidently with members of the public

4.3When facilitating community events and activities, the exemplary O&M Specialist:

recognises and seizes community education opportunities
plans and manages effective community education events (e.g., workshops, interviews, community festivals)
uses available resources economically
liaises effectively with media and marketing personnel
communicates O&M effectively to groups and individuals, both personally and through formal presentations
involves people with low vision or blindness in planning and delivering community education

4.4When advocating, the exemplary O&M Specialist:

educates the community about O&M, low vision and blindness through modelling and conversation
promotes O&M services and generates referrals
conducts environmental assessments
consults on access issues
trains community groups and individuals to support independent mobility
works to remove barriers to service access and equity

5.PROFESSIONALISM

5.1When practising ethically, the exemplary O&M Specialist:

complies with the OMAA Code of Ethics
respects confidentiality in all aspects of work
maintains professional boundaries
knows and promotes compliance with OMAA Standards of Practice
knows and promotes compliance with legal requirements
is sensitive to differences in power and avoids exploitation

5.2When pursuing personal development, the exemplary O&M Specialist:

practises self care
seeks regular supervision and mentoring
reflects critically on own performance, identifying strengths and aspects which could be improved
welcomes critique and feedback from others
engages in peer review and evaluation
stays abreast of current publications and issues in the O&M field
actively seeks professional development opportunities
contributes to professional teams outside the O&M field

5.3When contributing to the workplace, the exemplary O&M Specialist:

is punctual and reliable
maintains healthy relationships and actively supports peers
values the contribution of every worker
practises conflict resolution
analyses and critiques current practices
proposes and generates improvements

5.4When contributing to the wider O&M community, the exemplary O&M Specialist:

is affiliated with, and contributes to O&M and related professional bodies
attends and presents at professional conferences
plans and runs O&M professional development activities
engages with and contributes to current research, including submission to peer-reviewed journals
contributes to the development of new O&M personnel
acts as supervisor/mentor to colleagues
generates collaboration in the O&M profession

The OMAA Standards of Practice were ratified by the OMAA AGM in November 2013. Documents which influenced their development included the ACVREP O&M Specialist Certification Handbook, assessment schedules from Australian tertiary O&M programs, guidelines used by O&M employers for performance review of personnel, and standards from teaching and allied health professional bodies.See for more information.